The lesson was the last in a series of lesson in preparation for a Level F test and so the confidence of the pupils was the focus. Pupils had written their own questions in a previous lesson, perhaps ones they thought were challenging, and after vetting the questions I handed them back and ensured the pupils were experts in their questions. They then moved around the room sharing their question with other pupils and if anyone was stuck they were able to show them how to do the question.
Category Archives: Teaching Pedagogy
Science – Good Practice
Keith Varty – Biology/Science Teacher
When you watch this video you will observe a Science lesson where S2 pupils were actively engaged in learning about cell biology, specifically microscopy and cell structures. This lesson began with sharing the learning intentions, both visually and verbally, in the form of questions to allow pupils to recognise what their specific targets for successful learning would be.
Afterwards, the lesson progresses to the identification and description of parts of animal and plant cells and shows how I used an innovative approach to Smartboard use and Show Me Boards. This approach captivated pupils and focused them on their learning, whilst ensuring that they were actively engaged in activities that would allow formative assessment of the knowledge and understanding, which they had developed during the course of the topic.
Action Enquiry in Science – Talking to Learn
Ann McLean – Biology/Science Teacher
In 2009, I completed my masters at Stirling University. Three years hard slog to obtain the status of Chartered Teacher but the benefits have been invaluable. The course introduced experienced teachers to ‘Action Enquiry’ and guided us towards being researchers in our own classrooms.
We carried out two research projects. The first was a classroom based enquiry and involved only one teacher as researcher. The second was a collaborative project, involving two or more teachers.
My first project was inspired by a ‘difficult’ second year science class I had inherited (2V). Most students were poorly motivated, badly behaved, had a fairly negative view of Science and failed to engage with and participate in lessons. A nightmare class you might say!
The class had a large number of less able students who were struggling and a couple had significant behaviour problems. The only way I could get them through any work was to resort to rigid ‘ lock step’, teacher led lessons. I couldn’t trust them to do practical work so I demonstrated it and any notes they had to make were copied from the board. I became increasing unhappy with this ‘reception’ style teaching where my passive learners were receiving facts from me and expected to learn them. Although I tried to encourage and motivate my students, I didn’t see much improvement. They continued to be reluctant Scientists with very low self esteem. They performed poorly in assessments which triggered the whole cycle again. Continue reading Action Enquiry in Science – Talking to Learn
Go! Animate
Laura Williamson – Modern Languages Teacher
During my last week at Teacher Training College we were shown how to use an online cartoon movie maker called ‘Go Animate!’. It is an animated cartoon maker with a range of characters, backgrounds and props to suit any subject area. Most importantly it is really easy to use!
Once you have chosen your characters and backgrounds you can give your characters voices and even movements and expressions. This is a really useful tool for creating fun and interesting listening exercises for Modern Languages because not only can you change the voice from male to female but you can choose the language and accent. This means that when you type French or Spanish, for example, the person speaking actually has a French or Spanish accent. This gives pupils more challenge as they have the opportunity to experience other voices apart from the teacher’s.
Importantly, the listening exercise can also be differentiated to include speech bubbles, so that pupils have the choice to read what is being said as well as listen. The speech bubbles give learners confidence that they can understand what is being said. It can be as complicated or as simple as you please because you control the content.
I have used ‘Go Animate!’ several times now and the pupils always welcome it with great enthusiasm. Here is an example of a listening activity based around future plans that I used with an S3 class.
‘Go Animate!’ could be used in any subject. For example, in Geography it could be used to talk about weather systems and pupils could answer questions or make notes. It is an effective learning tool as pupils see something that is visually attractive which makes them more focused on the task. Since you can make the characters say whatever you want, it can fit in with any topic.
Furthermore, ‘Go Animate!’ not only allows the teacher to be more creative with listening activities but it can also be used to give pupils the opportunity to be more creative with their outcomes to consolidate learning.
Drama – Good Practice
In this video you will see a glimpse of the practical element of Drama. These Standard Grade pupils are working on a Voice unit and this lesson focuses on Tone. The young people are involved in a mixture of Visual, Auditory and Kinaesthetic activities, to maximize involvement and understanding and to keep lessons fast-paced. All pupils get the chance to devise, rehearse, perform and evaluate, so they are constantly strengthening and sharpening their creative, cooperative, presenting and analytical skills. Standard Grade actors also present their performance work to audiences from lower years, which in turn, is a chance for S1 and S2 students to experience the Standard Grade Drama course for themselves.
English – Good Practice
Edith McCabe – English Teacher
Active Learning strategies-keeping your pupils on the ball.
It is well known in the world of teaching that active learning strategies are extremely effective. Having pupils actively involved in the learning process ensures that they retain information much more effectively. The very simply strategy of throwing a ball is incredibly beneficial; it focuses and engages even the most reluctant learners. They can’t seem to resist chucking a ball about the room! I have since discovered however, that a balloon is even more useful (noone can get hurt!). Other teachers in the deaprtment have used the balloon strategy since hearing the noise and laughter coming from one of my lessons-controlled noise of course! I usually get the pupil holding the balloon to think of a question for the person who catches it. It beats the whole class methodically answering questions that I have formulated. Often they come up with very probing and insightful questions and they learn so much from each other. It removes a lot of the attention away from the teacher and encourages them to take responsibility for their own learning.
Pupil Centred Learning – Chartered Teacher Professional Enquiry
Sally Cameron – Health & Technology Teacher
The Health and Technology staff, together with their pupils and parents, carried out a study into pupil centred learning approaches. We had identified that homework was being poorly completed by a number of pupils, was not being completed at all by some pupils and was doing little to promote learning. Research suggests that there is a substantial link between homework and attainment and our aim was to enhance the learning via the creation and implementation of a pupil-centred approach to homework in S2 H&T.
As partof the study we tried to answer 3 questions:
• Can a pupil-centred approach improve homework returns and quality?
• Can parental involvement in a pupil-centred approach improve the number and quality of homework returns?
• Will a pupil-centred approach to homework improve learning?
Teachers worked closely with their pupils to develop a new approach to homework. Over a period of eight weeks, the teachers provided pupils with opportunities to choose and complete several newly designed, fully inclusive, creative homework activities. Pupils, together with their parents, were asked to comment on, and sign, each completed homework task.
Continue reading Pupil Centred Learning – Chartered Teacher Professional Enquiry
Engaging all learners in practical lessons
Sally Cameron – Health and Technology
This video shares some of the techniques we use to motivate and support the progressive, fast-paced learning of all pupils in Health and Technology. Fifty minutes is not a long time to welcome students, share learning targets and success criteria, deliver teacher led demonstrations of key skills, reinforce points of health and safety, support pupils through a practical task whilst still ensuring there still time for peer and self-evaluation, never mind the most important task of tasting your creation! You get a real sense of this in the video as you see an early S1 class making healthy pizzas.
Skills for Work: Laboratory Science
Laura Watson – Biology/Science Teacher
St Margaret’s Academy Science Department, this year, introduced a new course available for S5/6 pupils called Skills for Work: Laboratory Science. This is set at Intermediate 2 level and has been a huge success since introduced in June.
Skills for Work: Laboratory Science is designed to equip students with the necessary knowledge and skills which are required for employment in laboratory science
Throughout the course the students explore a variety and range of industries and services, and the career opportunities in science laboratories, in a local, national, and global setting. At this point in the course the students attended a work based placement at one of the local scientific companies which helped support the material they have been learning in the class and provided them with the opportunity to speak to people who work in a laboratory setting.
University of Stirling Professional Enquiry
Laura Watson – Biology/Science Teacher
Postgraduate certificate – Professional enquiry
Over the last year I have undertaken a postgraduate certificate carrying out a professional enquiry at the University of Stirling. The first module in this course looked at professionalism in practice and involved researching and critiquing different aspects of current educational policy. The second module involved enquiring into ideas within current educational policy such as interdisciplinary learning, active learning, outdoor learning and technology enhanced learning. Both modules required us to undertake self study tasks, reading educational literature and carrying out tasks to critique this. These self study tasks informed the tasks that were carried out on the taught days, which took place once a month. During these taught days the tasks that were carried out provided us with an opportunity to carry out discussions with other members of the cohort. Continue reading University of Stirling Professional Enquiry
